Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.925
E. Ivanova, Julia Doncheva
. The publication traces some of the problems - social and educational, related to their ethnic and interethnic dimensions. Statistics are presented and their characteristics are analysed. Lately, the realities in the social and educational spheres have been one of the most discussed topics, it is working, but the results, as we wish them to be, and should be, have been extremely slow. Undoubtedly, the modern world is increasingly globalized - states, nations, ethnicities are in increasing economic, political, scientific and cultural interdependence. But paradoxically, with the tendency towards global homogenization, the old enmities and hatred of one ethnic group are being revived. It turns out that today, with globalization defining a fundamentally new way of forming relationships in the world associated with the disappearance of all borders, at the group level, there are processes of closure in which ethnic identification is crucial. This would be good if we are talking about preserving everyday life, culture, identity and uniqueness, but not when it comes to mistrust, misunderstanding, conflict, and even to xenophobic attitudes. In this regard, Bulgaria as part of Europe is no exception, migration waves are not avoiding us, they are part of our reality.
{"title":"Ethno-cultural and social problems of a students in a multicultural educational environment","authors":"E. Ivanova, Julia Doncheva","doi":"10.33422/worldte.2019.12.925","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.925","url":null,"abstract":". The publication traces some of the problems - social and educational, related to their ethnic and interethnic dimensions. Statistics are presented and their characteristics are analysed. Lately, the realities in the social and educational spheres have been one of the most discussed topics, it is working, but the results, as we wish them to be, and should be, have been extremely slow. Undoubtedly, the modern world is increasingly globalized - states, nations, ethnicities are in increasing economic, political, scientific and cultural interdependence. But paradoxically, with the tendency towards global homogenization, the old enmities and hatred of one ethnic group are being revived. It turns out that today, with globalization defining a fundamentally new way of forming relationships in the world associated with the disappearance of all borders, at the group level, there are processes of closure in which ethnic identification is crucial. This would be good if we are talking about preserving everyday life, culture, identity and uniqueness, but not when it comes to mistrust, misunderstanding, conflict, and even to xenophobic attitudes. In this regard, Bulgaria as part of Europe is no exception, migration waves are not avoiding us, they are part of our reality.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127385143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.928
Radana Novakova Kroutilova, K. Hrbáčková, Zuzana Hrnčiříková
Peer rejection, which is accompanied by the experience of social pain, can have a serious impact on the ability to create new relationships in the future and can cause a negative effect on selfconcept. Research shows that peer rejected pupils fail to self-regulate their own behavior. These mechanisms may be undermined by peer rejection. This qualitative study explored which factors strengthen and weaken the self-regulation of behavior in peer rejected and accepted pupils. Twelve pupils (aged 12-14 years) were purposively sampled on the basis of the intensity of peer preferences in the class (strongly accepted and strongly rejected pupils). Unstructured face-toface interviews in combination with the problem situation analysis from video recording, the metaphorical associative cards, and a sociometric (peer nomination) method were conducted. Using the grounded theory and factoring methods, common factors have been found to affect the self-regulation of pupils ́ behavior in the classroom: own power or powerlessness; fear of being or not being accepted by peers, internal denial or manifestation of emotions and to stay with yourself or with others. The results suggest that the use of self-regulation behavior alters under different contextual influences and the nature of the peer interaction. Furthermore, the nature of the peer interaction is largely influenced by the relationship to oneself. The results indicate that it is important to understand the importance that pupils attribute to themselves and others and that facilitating factors should be used individually to reduce the effect of inhibiting factors to improve pupils ́ self-regulation.
{"title":"Factors that Strengthen and Weaken Self-Regulation in Peer Rejected and Accepted Pupils","authors":"Radana Novakova Kroutilova, K. Hrbáčková, Zuzana Hrnčiříková","doi":"10.33422/worldte.2019.12.928","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.928","url":null,"abstract":"Peer rejection, which is accompanied by the experience of social pain, can have a serious impact on the ability to create new relationships in the future and can cause a negative effect on selfconcept. Research shows that peer rejected pupils fail to self-regulate their own behavior. These mechanisms may be undermined by peer rejection. This qualitative study explored which factors strengthen and weaken the self-regulation of behavior in peer rejected and accepted pupils. Twelve pupils (aged 12-14 years) were purposively sampled on the basis of the intensity of peer preferences in the class (strongly accepted and strongly rejected pupils). Unstructured face-toface interviews in combination with the problem situation analysis from video recording, the metaphorical associative cards, and a sociometric (peer nomination) method were conducted. Using the grounded theory and factoring methods, common factors have been found to affect the self-regulation of pupils ́ behavior in the classroom: own power or powerlessness; fear of being or not being accepted by peers, internal denial or manifestation of emotions and to stay with yourself or with others. The results suggest that the use of self-regulation behavior alters under different contextual influences and the nature of the peer interaction. Furthermore, the nature of the peer interaction is largely influenced by the relationship to oneself. The results indicate that it is important to understand the importance that pupils attribute to themselves and others and that facilitating factors should be used individually to reduce the effect of inhibiting factors to improve pupils ́ self-regulation.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124392110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-19DOI: 10.33422/worldte.2019.12.917
Olajide Joseph Lekan
The objective of teaching is learning. Teaching cannot be said to be successful without effective learning. The academic achievement got from the higher institutions these days depicts that teaching is going on without much learning. That is why students that graduate with distinction or first class from our institutions of higher learning are few and far between. A student that recently graduated with 5.00 GPA became instant news. But this should be the rule rather than the exception. More students should graduate with distinction and upper credit grades than lower credit and pass. Something should be done to tilt students’ marks distribution towards the positive skew. and this is the objective of the Integrated Lecture Approach (ILA) being proposed in this paper. It advocates for the practice of teaching for learning (TFL) as opposed to the popular practice of teaching and learning (TAL) that goes on in our institutions. In TAL, teaching is considered as the responsibility of the lecturer while learning is the sole responsibility of the students but TFL makes it the responsibility of the teacher not just to teach effectively but to also ensure that the students learn effectively. This is what the ILA is about. This paper seeks to make a case for the integration of the following responsibilities into the lecturers’ schedule: variation of teaching methods, motivation of students, inculcation of success mindset and time management practices, providing guardianship to students, and close monitoring of students’ study reading practices. Even after classroom interactions with students, lecturers should exert some form of control influence on the students in the specified areas.
{"title":"Teaching For Learning: Towards Pedagogical Paradigm Shift in the Implementation of Polytechnic Curriculum in Nigeria","authors":"Olajide Joseph Lekan","doi":"10.33422/worldte.2019.12.917","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.917","url":null,"abstract":"The objective of teaching is learning. Teaching cannot be said to be successful without effective learning. The academic achievement got from the higher institutions these days depicts that teaching is going on without much learning. That is why students that graduate with distinction or first class from our institutions of higher learning are few and far between. A student that recently graduated with 5.00 GPA became instant news. But this should be the rule rather than the exception. More students should graduate with distinction and upper credit grades than lower credit and pass. Something should be done to tilt students’ marks distribution towards the positive skew. and this is the objective of the Integrated Lecture Approach (ILA) being proposed in this paper. It advocates for the practice of teaching for learning (TFL) as opposed to the popular practice of teaching and learning (TAL) that goes on in our institutions. In TAL, teaching is considered as the responsibility of the lecturer while learning is the sole responsibility of the students but TFL makes it the responsibility of the teacher not just to teach effectively but to also ensure that the students learn effectively. This is what the ILA is about. This paper seeks to make a case for the integration of the following responsibilities into the lecturers’ schedule: variation of teaching methods, motivation of students, inculcation of success mindset and time management practices, providing guardianship to students, and close monitoring of students’ study reading practices. Even after classroom interactions with students, lecturers should exert some form of control influence on the students in the specified areas.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122342778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：